У статті висвітлюється аналіз наукових досліджень з питань фахової підготовки майбутніх учителів музики. Експансія мультимедійних технологій у різні галузі знань, включаючи мистецькі дисципліни, вимагає переосмислення компетентнісної структури майбутніх фахівців. Авторка презентує компонентну структуру фахової компетентності майбутніх учителів музики, обґрунтовує та описує її складові.
The article presents the analysis of scientific researches in questions of professional training of future music teachers, a review of the structural components of their professional competence. Scientific research regarding the content of this phenomenon is extremely relevant today, in the context of the introduction the multimedia learning tools. The expansion of multimedia technologies in various branches of knowledge, including artistic disciplines, requires rethinking and constructing such patterns competence of future specialists, which would ensure the implementation of art education in the industry of synthetic knowledge, which is formed on the basis of interdisciplinary connections (physics, computer science and music disciplines: harmony, arranged by choir, orchestra, music theory). It is proved that the use of multimedia technologies in music education, increases the efficiency of the educational process, promotes the formation of certain qualities of the students: cognitive independence and creative activity, a particular style of thinking. However, the lack of professional competence of future music teachers, in particular in the field of multimedia, may prevent using them for future careers. The component structure of professional competence of future music teachers is offered in the article, it is justified and described its components: the emotional-motivational component, which covers the value orientations of the person and the system of motives of professional activity; syncretic and technology, which defines the ability to construct it and artistic knowledge in a unified syncretic design; pragmatic and creative, that implies a clear algorithmns of action, optimality and efficiency in the process of making a creative product, because the wrong technology decision can lead to loss of time and quality of result of the creative process.
В статье освещается анализ научных исследований по вопросам профессиональной подготовки будущих учителей музыки. Экспансия мультимедийных технологий в различные отрасли знаний, включая художественные дисциплины, требует переосмысления компетентностной структуры будущих специалистов. Автор представляет компонентную структуру профессиональной компетентности будущих учителей музыки, обосновывает и описывает ее составляющие.
